Dr. Gloria Crisp's scholarship seeks to identify factors that promote academic success for students who attend community colleges and four-year broad access institutions. To date, her work has focused on developing a mentoring framework to explain how students who attend broad access institutions experience and receive various forms of mentoring support. Gloria's scholarship also explores other behaviors and experiences that support equity and success at broad access institutions, including co-enrolling at multiple institutions. She has a particular interest in work to understand and support the college experiences of Latina/o students and students attending Hispanic Serving Institutions (HSIs).
This study models graduation rates at 4-year broad access institutions (BAIs). We examine the student body, structural-demographic, and financial characteristics that best predict 6-year graduation rates across two time periods (2008–2009 and 2014–2015). A Bayesian model averaging approach is utilized to account for uncertainty in variable selection in modeling graduation rates. Evidence suggests that graduation rates can be predicted by religious affiliation, proportion of students enrolled full-time, socioeconomic status of the student body, enrollment size and institutional revenue and expenditures. Findings also demonstrate that relatively fewer variables predict institutional graduation rates for Latina/o and African American students at 4-year BAIs. We conclude with implications for policy and key recommendations for research focused on 4-year BAIs.
Mentoring Undergraduate Students.Monograph for Jossey-Bass ASHE Higher Education Report Series (AEHE) with Baker, V. L., Griffin, K., Lunsford, G. L. & Pifer, M. J. (published January, 2017).
This monograph provides a critical examination of theory and recent empirical research specific to mentoring undergraduate students. The text explains how mentoring has been defined and conceptualized by scholars to date and considers how recent mentoring scholarship has begun to distinguish mentoring from other forms of developmental relationships. The authors synthesize empirical findings published since the last comprehensive review, describe prevalent types of formalized programs under which mentoring relationships are situated, and review existing and emerging theoretical frameworks. The monograph also identifies remaining empirical and theoretical questions, including research that would help to better understand the role of mentoring in promoting social justice and equity. Suggested areas for future research and recommendations for the development, implementation and evaluation of formal mentoring programs are provided. The monograph concludes with an integrated conceptual framework to explain the conditions and characteristics associated with mentoring undergraduate students. It is expected that this text will be of interest to both scholars and practitioners who are interested in mentoring undergraduate students.
The volume presents a compendium of the latest research and resources for practitioners regarding programs and practices in community colleges that many refer to as promising or high-impact practices (HIPs). These include learning communities, orientation, first-year seminars, supplemental instruction, among many others—interventions that have been described and implemented to various degrees for many years. The issue brings together perspectives from researchers and practitioners including those representing centers and federally-funded projects seeking to build knowledge around student success in community colleges (namely, Achieving the Dream, the Community College Research Center, the Center for Community College Student Engagement, the National Resource Center for the First-Year Experience and Students in Transition, and the National Council for Instructional Administrators). The volume will be of interest to community college administrators, staff and faculty as well as academic scholars engaged in community college scholarship.
Hispanic-Serving Institutions (HSIs), institutions that enroll at least 25% Hispanic students, are institutionally diverse, including a much wider array of institutional types than other Minority-Serving Institutions (MSIs). Furthermore, they have distinctive institutional characteristics from those typically emphasized in institutional typologies such as the Carnegie classification system. To understand better the heterogeneity among HSIs based on their unique institutional qualities, we constructed a conceptual model based on existing theoretical frameworks and empirical research to describe and differentiate among HSIs. Using cluster analysis to examine a population of U.S. mainland and Puerto Rican 2-year and 4-year HSIs in the Integrated Postsecondary Education Data System (IPEDS), we identified six types of HSIs. This typology helps to place HSIs within the broader landscape of U.S. higher education institutions, provides a foundation for understanding institutional diversity among HSIs, and offers insights about classifying other MSIs and broad access institutions. In an era of increasing accountability, it also provides a tool to identify peer institutions for HSIs, to inform decisions about the extent to which practices at certain HSIs might be applicable to other institutions, and to compare the performance across institutions in more contextually appropriate ways.
This study examines Latina/o students’ remedial math needs and outcomes. Data were drawn from a national sample of Latina/o students. Hierarchical generalized linear modeling techniques were used to predict three successful remediation outcomes. Results highlight the importance of providing financial aid and academic support to Latina/o students, especially those who have the highest remediation needs. Findings also have direct implications for policy and practice by providing a means for targeting developmental students who are at greatest risk.